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Argument: NCLB ensures disabled students are not left behind

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Revision as of 18:54, 17 February 2009; Brooks Lindsay (Talk | contribs)
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Supporting quotations

Bill Byrne. "No Child Left Behind — Really? Why I like this law." - "The fact is that in many, many public schools, kids with disabilities are not learning to read and do math — while the vast majority of them can master these skills with proper instruction. I see nothing valuable in allowing a child (disabled or otherwise) to pass through the public education system for 12 years without learning to read and do math. [...] Why aren’t children with disabilities learning basic skills? From my vantage point as an advocate for children with disabilities, I have seen time and time again that school systems simply ignore the fact that children in segregated special-education classrooms are not learning to read or do math. Minuscule progress is cited to 'pat everyone on the back,' and then baby-sitting continues until the child becomes so bored and frustrated that he or she no longer wants to attend school. Then, when the child is made to attend, under pain of truancy, the child becomes a 'behavior problem.' [...] No Child Left Behind will short-circuit all of the excuses and explanations. School systems that do a good job with children with disabilities will show their progress, and those that fail to do a good job will have their ineffectiveness exposed. Then parents and voters can make informed decisions about how to get the underachievers on track."

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